Social-emotional learning
Social-emotional learning (SEL) programs teach students how to navigate their emotions and interact well with others. Three decades of research has revealed that SEL skills improve students’ personal and interpersonal lives, which in turn leads to enhanced academic performance.
- Emotionally, SEL programs help students manage stress, self regulate, and choose positive attitudes.
- Socially, programs develop cooperation, perspective taking, and prosocial behaviors that reduce bullying.
- Academically, students increase their achievement levels and problem-solving skills.
SEL programs have been effectively implemented by classroom teachers in a wide range of grade levels and school demographics.
Reductions
emotional distress (e.g. anxiety and depression); classroom misbehavior; aggression; bullying
Improvements
self-awareness; self-management; standardized test scores; prosocial classroom behavior (e.g. following rules); more positive attitudes about self, others, and school; resilience; higher academic motivation; stronger bonding with classmates and teachers
A sampling of SEL studies and meta-analyses:
Denham, S.A., Ji, P., & Hamre, B. (2010). Compendium of preschool through elementary school social‐emotional learning and associated assessment measures. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning and Social and Emotional Learning Research Group, University of Illinois at Chicago. [link]
Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (PDF). Child Development, 82(1), 405-432. [link]
Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). Positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews (Technical Report). Chicago: Collaborative for Academic, Social, and Emotional Learning. [link]
Social and Character Development Research Consortium. (2010). Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children. Washington, DC. [link]
Five core competencies of SEL.
Graphic from www.CASEL.org.
“Social and emotional skills are critical to being a good student, citizen and worker; and many risky behaviors (e.g., drug use, violence, bullying and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students’ social and emotional skills.”
To learn more about the correlation between SEL and the Kindfulness Curriculum, visit the SEL Standards page.
Mindfulness
The simplest definition of mindfulness is awareness of the present moment. Sometimes "without judgement" or "with openness, kindness, and curiosity" are included as well.
Thousands of mindfulness studies have been conducted across the globe, largely in the last decade. Reputable research institutions - including Stanford, Harvard, UCSF, UCLA, Cambridge, and Oxford - have played essential roles in investigating the benefits. Findings suggest that sustained mindfulness practices improve performance (eg. test scores, goal reaching), improve personal well-being (eg. self-awareness, calmness, focus), and improve relationships (eg. empathy, compassion, kindness).
Mindfulness continues to be studied by neuroscientists, psychologists, and other health professionals for the following perceived benefits:
Reductions
anxiety; depression; depressive relapse; suicide attempts; stress; bullying; ADHD symptoms
Improvements
emotional resilience; the ability to be present; somatic well-being; mental health; happiness; self-esteem; classroom behavior; social skills; attendance; executive function
Mindfulness studies relevant to adolescents and youth:
Fjorback, L. O., Arendt, M., Ornbøl, E.,... Walach, H. (2011). Mindfulness-based stress reduction and mindfulness-based cognitive therapy - a systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica, 124(2):102. [link]
Flook, Lisa, Smalley, Susan L., Kitil, M. Jennifer, Galla, Brian M., Kaiser-Greenland, Susan, Locke, Jill, Ishijima, Eric and Kasari, Connie (2010) ‘Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children’, Journal of Applied School Psychology, 26:1, 70 -- 90. [link]
Khoury, B., Lecomte, T.,... Hofmann, S. G. (2013). Mindfulness-Based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763-771. [link]
- Rempel, K. (2012). Mindfulness for children and youth: A review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201-20. [link]
Want more mindfulness findings and resources? Additional information available here.
To learn about the correlation between mindfulness and the Kindfulness Curriculum, visit the Mindfulness Standards page.